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Copy "NF" Student Data Files to Disk":A$(NM2)"Copy "(NF)" FrEdWriter Files":N$(NM2)"COPY"2Z#CHNMNF1:N$"CASE"CHCH1P_#22:8:"Choice? ";:868hd#1200:A$""CH0:i#J(A$)64:J32JJ32n#J1JCH(A$)19055x#CHJ:F$N$(J)#: #TELESSONS,/DISK.1/,1,/DISK.1/ABOUT.TELESSONS,"About The TeleLessoNPQRSTUVWXAA_ / ɿȱ RAͣAɘȘ cAL A cAȱ͜A ͞AmA`ei`AA?ABAC ,BLN`B!SجӠĠ Os8 ASAsetie SBLN`ߍRRsRtR ǾRLiOs%< A= AA LiOn@8AAAAAmAt" GO RLOA ֍A8AAfBgBAARmAA of the FrEdMail Survey""'% 0+'% D''(A$)38ĺA$:10030Z'$'(40(A$))2:A$'.'A$("--------------------------------------",(A$)):(40(A$))2:A$:BOUT.ELEM,"About The Elementary Case Study"a&% /DISK.8/CASE.ELEM,"The Elementary Case Study"&% DATA /DISK.8/ABOUT.MIDDLE,"About the Middle School Study"&% /DISK.8/CASE.MIDDLE,"The Middle School Case Study"'% /DISK.8/FREDMAIL.SURVEY,"Analysiss & Word Processors"E%K%/DISK.7/TELECOM.IV.18,"Setting Up Modems"o%M%/DISK.7/TELECOM.IV.19,"Getting Help"%N%/DISK.7/TELECOM.IV.20,"FrEdMail Map"%P%/DISK.7/TELECOM.IV.21,"In the Beginning"%X%0%% %% CASE,/DISK.8/,3-&% DATA /DISK.8/As"6$A%/DISK.6/TELECOM.III,"Collaborative Projects"m$C%/DISK.6/TELECOM.IV.14,"Glossary of Telecom Terms"$E%/DISK.7/TELECOM.IV.15,"Troubleshooting a Connection"$G%/DISK.7/TELECOM.IV.16,"Using Terminal Programs"%I%/DISK.7/TELECOM.IV.17,"Text FileSK.5/ABOUT.TELECOM,"About Intro to Telecom"]#&%/DISK.5/TELECOM.I,"Connecting to FrEdMail"#+%/DISK.5/TELECOM.II.5,"FrEdMail Cmds & Operation"#0%/DISK.5/TELECOM.II.6,"Read/Send EMail on FrEdMail"$?%/DISK.5/TELECOM.II.7.8,"Bulletin Boards & FeatureAY.IT.SURVEY,"The 'Say It' Survey":"$1,/DISK.2/SURVEYB"$ ["$ CRITTER,/DISK.4/,2"$/DISK.4/ABOUT.CRITTERS,"About Creative Critters Exchange""$/DISK.4/CRITTERS,"The Creative Critters Exchange""$0"% "%TELECOM,/DISK.5/,14-#!%/DI4/BOOK.REVIEW,"Writing Book Reviews"]!$/DISK.4/MOUSE.TALK,"Up/Downloading with Mousetalk!"$3,/DISK.4/NEWS.PF,/DISK.4/INTERVIEW.PF,/DISK.4/BK.REVIEW.PF!S$ !T$SURVEY,/DISK.2/,2!Y$/DISK.2/ABOUT.SURVEY,"About The 'Say It' Survey"$"^$/DISK.2/S #  #NEWS,/DISK.4/,6X #/DISK.4/ABOUT.NEWS,"About the Electronic Newsletter" #/DISK.4/NEWSLETTER,"Preface & Table of Contents" #/DISK.4/NEWS.ARTICLE,"Writing Report of News Articles" $/DISK.4/INTERVIEW,"Writing Interviews"&! $/DISK.duction to the Lesson"N#/DISK.3/SOURCES,"Helpful Resources for the Unit"{#/DISK.3/PREREQ.SKILLS,"Database Primer"#/DISK.3/PREWRITING,"Prewriting Activities"#/DISK.3/WRITING,"Writing Activities" #2,/DISK.3/JOBS.1840,/DISK.3/DIRECTORY P,"FrEdMail Network Map, June 1988"Y# 2,/DISK.2/SANTA.ELEM.PF,/DISK.2/SANTA.HIGH.PFb# {#COLONIST,/DISK.3/,7#/DISK.3/ABOUT.COLONIST,"About I, The Technocolonist"#/DISK.3/PREFACE,"Preface & Table of Contents"#/DISK.3/INTRO,"Intron Project",0$#SANTA,/DISK.2/,5W#/DISK.2/ABOUT.SANTA,"About The Santa Letters"#/DISK.2/LESSON.PLAN,"Teacher's Lesson Plan"#/DISK.2/APPENDIX,"Teacher's Log & Student Prompts"#/DISK.2/SAMPLES,"Samples of Student Letters"%#/DISK.2/MAآɠ) Sʽɠ)S5STUPQLORɿ RL~C8LRRRRRRSSRRRRRs{RR4RRSSFSSLBRR`Ȣʈ=RRɠɍrɠ B Qȱiq K8RRRRmRRmRRL$KRR  P I I0Qȱ IڈR8R~ P( P Iй IR RR P`RR I I+  I IR` `RmRRi "J` OsύXX?kL1 pN 9 R`R GO RӠ򠣤R R O JL ̼R`RR,R $K J 4J OLBP8S J 4J ORLBPR8RŠŭLIRQ ]N{ % "$ I RӾϠΠҠԠLI${% "FLJS L R져򍠠Ӯ宍S${ I RξҠԠŻ{ RžҠ( J$ RӠŻþϠԠ͠ I#( R#S#`R$RQ ]N"{% " B$ I RĠƠLIS$RQ ]N{% " B$ I Rþυ% " R卍㾠 % "$LRiRRiR L!#" JRI JRɣ+ɍ2 ɍ8RJR!8R JRʩL Lп J LRR LRHJJJJ Lh) ɰ,RP`RL% "RFȱRȱRȌSL$KR ϾRLiO`R ξRLiO`RRRR 4JLJLOLQRRR<>R=i?RmRBRmRC ,R JL4JLOLQRRȽɍ  KRQR(RRLE)a)` 9 I % " $ RCHECK`PRINTER J I LLXLR!RB!S`LiORRRRRRRRR ʾRLLiORmRRRmRRRR RRR`RmRRmR` K8RRRRRRRR $KR R RR` vISMRȭRȭRȌS`R vIRRRR) -e i R RR ILELH ORF pN 9R{ I`RR `RR`SS` `` `R)?2`LR)2`L8RRRRR8R ` GO RLORQSRn MLG J RURS 9 I % "R R砭㾠 ɍɛLEI KLERRmRRR8R R0Tɍ| x,R0ɀoR)R WKR8R mR i RLHRȭSSL!IRR Rhee RRRPRFR JR JRR R#RRRRRRRRLELE JRF L HS LRR RlRS NS M,ɠ>ɛ7ɍ>)RۍSRRLjGFHSFhSRLHLEISLwHS RRLF  Iޑ KRLKRĎs8``?g  ED@յ؃`Us܍յ`ߵUU Ug` `p~އ pc\px~֍Ձ ăcpյ؍xs؇Ս`ݵ  EDg`pc ׍ pc\@@`G @@@G@@@@@Oڪ `p~֍ @յՂp Ď?s`֍յ g8 Ug`p~؃pc|`p~֍Ձ U@`g@@@᰸@@ꅺ@ @@Gc@@@8c`@ă`oGD@"`g@~?@@A@ꊪ@ @@Gꇪ@@ @@{@` @@Gc@@Gs@ꆰ@ă@N@D@"`w@@@@@Ʈ@ @@Gc@D@~c`@`GG@ @@GcA@@G;@@D@"`?@@@ @@~@ @@Gc@@Gs@N?@@`w@@@@ @@Gꇪ@@@ă`;GD @*G@@@@@ @*@G`@*@G;@*@*@*` @@@ @@ N`յՃăAxpN" Np`pՃx@Հ`Հ ĎNpՍՇ N DGxp``p`Ճյ @@ګ @N`յՃNՅփG" Nx@pxc@Ճ`|cՂ `ՂՃ ĎN`յՃ"GՅ؃N DNp`pxc`Ճ@|c`Հ`ՂՃ Y[\]^_`ab|G`ՀąNՄՍ" Np `p{ ՂՃ ĎN`յՃN`ՃփA DNp `xcx ൃՂՃ صյՍ `Հ ~NՍ N" UA`p`p$صՇ UpA``ՀU~N׵ՍUU UN ?p `p{$صՃ ң ,'. g~x`pcՀpc@Ղ~յ@ s9յ؍ aqqg#" qgxp~pc<Հ`pcՄյ ăs9յصA|pqg EDqgp~xpc<Ս`pՀՁյՂ ?spֵص#" g," ?gp~`pc|Ս`p 128:49168,0:: : 4  -- MENU BANNER --o :ZZ37:3:ZZ:" " ZZ4ĢZZ:CUE$"CUE SOFTSWAP":21(CUE$)2:CUE$ ZZ6ĢZZ:21(ND$)2:ND$ ZZ  :  -- SCREEN SETUP -- ::a Moment....";:2604 D$"RUN CODE/DOC.PRINTER" 216,0:::"Can't Find Files....":::"Insert disk "PF$" and press RETURN";:" ";A$:200 :  --SCREENCLEAR-- 23:3: " PRESS ANY KEY TO CONTINUE "; 49168,0:49152,28KK1289 x16368,0::V10:20(V$(V))2:V$(V);Z K136K139VV1:V0VNP} K149K138VV1:VNP1V1 K141100 K141VNP4200 K141VNP4ĴV(NP4)3000,2000,4000 VNP40 :::  :10:" Just dfghijklmnopqrstuvwxy):NH:NLNP:NP5$ (:1800:18205 2::V1:255Z <ND$"FREDMAIL TELELESSONS":1700 F:23:4:"USE ARROW KEYS AND PRESS ";: ZNH1NL:10NH:20(V$(NH))2:V$(NH);: d:V10:20(V$(V))2:V$(V); n16384,128:K(16384):K1N108:A$(N)20T "SAVE /DISK/CODE/MENU":"SAVE /DISK.1/CODE/MENU":t49168,0:D$(4)::(21):D$"PREFIX /":D$"PREFIX":PF$==================== CUE MENU PROGRAM==================== NP:V$(NP):NH1NP:V$(NH`` 0:ȡHe@ hhл`Ie@҈@ăq8D "bxx9N@  D4 "b89N9N 8@ƪ݀y`x||q8 h8|9Np 8ຫAՀDd qA O|~@ 8@Ϊ8x?yq h89N9O?@ 8@ƪՀ5qyxăq8OA yxꪆ݀8@q hxA` OA 8Հ Dd8ă`yDd "b8ƪ ` 8ꫪ@ q8 *j`xqNê *jy`*j8@*j*j *j?x  aZZ140:1:ZZ:" ";:ZZ9 ZZ223:40:ZZ:" ";:ZZ[ ZZ4011:ZZ:23:" ";:ZZ| ZZ2311:1:ZZ:" ";:ZZ  :  -- SET WINDOW -- :1806 32,1:33,38:34,1:35,21 ":  CREDITS FILE2:9500 : $ ABOUT THESE PROGRAMS / FILE19 9500E: g -- ABOUT CUE & SOFTSWAP --:3:15::"ABOUT CUE":5:" Computer-Using Educators, Inc., is a"" non-profit educational California "" corporation founded by tZ'A$(013)" ":A$(014)" ":A$(015)"The programs on this boot disk will":A$(016)" "'A$(017)"allow you to: ":A$(018)" ":A$(019)" 1. View the lessons or studies"'A$(020)" on an 80-column screen":A$(021)" ":A$(022)" 2. Print ths contains six lesson plans,"'A$(005)" ":A$(006)"three case studies of telecom-":A$(007)" ":A$(008)"munications activities in K-12"'A$(009)" ":A$(010)"classrooms, and one analytical":A$(011)" ":A$(012)"report of the FrEdMail Network. "" FOR NEXT PAGE; FOR ";:" PREVIOUS PAGE; RETURNS TO MENU ";::35,21:rk& STRINGS p&:10:" JUST A SECOND . . ."z&FILE10000,12000'A$(001)" ":A$(002)"This set of 8 FrEdMail Telelesson":A$(003)" ":A$(004)"Disk:K(49152):K128KK1281%49168,0:KK128M%K32I16IIL1:L15`%K13INK27z%K13INII16:L15%K13INL16(IN1):IN%K27ı%:VT3%JILI:3:VT:A$(J):VTVT1:%PLİ9675%9620b%35,24:23:1::velopment Project"/"Al Rogers, Director"g%" DOC.SCREENER.80 BY KARL BUNKER VERSION 3.1 !%(64435)6PL1: II+&%:D$(4)+%(21):%" SCREEN DOC.S %I0::FILEFLFLFILE:9835:%9675%K141:9625%49152,1284026" 1000: $p11@q"FREDMAIL TELELESSONS"RINSTRUCTIONSp"+------CREDITS-------+""!ABOUT CUE & SOFTSWAP!"+-------QUIT---------+"" "," ""Project FrEdMail""A California AB803""Curriculum Denew "" disks."#1000F:3:12::"ABOUT SOFTSWAP":v5:" Do you have something to contribute?":" Send inquiries or disks to:":" SoftSwap Chairperson"" CUE, Inc."" P O Box 2087"" Menlo Park, CA 9., and is NOT in the public "Q" domain. It may be freely copied and"" given away, ";::"BUT NOT SOLD";::".":" SoftSwap is a non-profit service. "" all proceeds beyond costs are plowed" " back into the development of l soft-"70" ware and data, to screen and clean "d:" the donations, and to disseminate "D" copyable disks to educators at low"N" cost."X1000b:3:12::"ABOUT SOFTSWAP":l5:" This disk is copyrighted by CUE, "$v" Inc, call"$:" (415) 328-2248".1000Q:3:12::"ABOUT SOFTSWAP":5:" SoftSwap is a service of CUE, Inc., "" and has been operating since 1978. ":" SoftSwap's mission is to solicit the" &" donation of useful educationa conferences held every"@" fall and spring, and receive "m" the CUE Newsletter six times a year."::" To join CUE, send $22 to:":" CUE, Inc."" P O Box 2087"" Menlo Park, CA 94026" ::" For more informationto all"+T" interested persons; and"Z^:" * To promote the professional growth"h" of its members and all fellow "r" educators."|1000:3:15::"ABOUT CUE":5:" Over 2500 CUE members attend the "" statewidend "`"" growth of the use of computers":" and other technologies":" in education.",:" * To make a substantial contribution"6" toward developing and providing "@" information, materials, and" J" software applications eachers in "" 1978."L:" CUE has over 7000 members throughout"v" the U.S., Canada, and in several "" foreign countries."1000:3:15::"ABOUT CUE":5:" The goals of CUE are:":" * To promote the development aem out, either all or"l'A$(023)" part. ":A$(024)" ":A$(025)" To VIEW them, you must have an"'A$(026)" Apple IIe with 80 columns or an":A$(027)" Apple IIc or IIGS. "%'A$(028)" ":A$(029)" To PRINT them, you must have a":A$(030)" printer installed in slot 1."}'A$(031)" ":A$(032)" ":A$(033)"To view or print lessons with this":A$(034)" "'A$(035)"program, use the arrows to move the":A$(036)" ":A$(037)"highlighter to "(34)"FrEdMail Tele-"i'A$(038)" ":A$(048)" ":A$(049)"The three case studies were":A$(050)"prepared by graduate researchers:",.A$(051)" ":A$(052)"Elementary":A$(053)" Nancy Strouse":A$(054)" Pepperdine University"-.A$(055)" ":A$(056)"Middle School":A$(057)" Kathy Wild, en Pinney, Evelyn McNeilly,":A$(040)" Donna Ewing, Darien Ainsley"+.A$(041)" Newport Mesa":A$(042)" ":A$(043)"Say It Survey":A$(044)"Creative Critters"+.A$(045)" Yvonne Andres-Syer":A$(046)" Mary Jacks":A$(047)" Oceanside"],.A$(s":A$(030)" Dennis Cowick, San Diego":A$(031)" "*.A$(032)" ":A$(033)" ":A$(034)"Technocolonist":A$(035)" Hoppy Chandler, San Diego"*.A$(036)" Mindy Moffatt, Orange County":A$(037)" ":A$(038)"Electronic Newsletter"F+.A$(039)" Stev experts in the use of "x).A$(020)" ":A$(021)"telecommunications in the K-12 ":A$(022)" ":A$(023)"classroom.:").A$(024)" ":A$(025)" ":A$(026)"Technical Background":A$(027)" Bob Shayler, San Leandro"7*.A$(028)" ":A$(029)"Santa Letter" ":A$(011)" ":A$(012)"Project Director was Al Rogers, "(.A$(013)" ":A$(014)"author of FrEdWriter and architect":A$(015)" ":A$(016)"of the FrEdMail Network. ").A$(017)"The six lessons on this disk were ":A$(018)" ":A$(019)"prepared by)"'FrEdMail Telelessons' was a":A$(002)" ":A$(003)"California AB803 Curriculum "'.A$(004)" ":A$(005)"Development Project funded by the ":A$(006)" ":A$(007)"California State Educational "?(.A$(008)" ":A$(009)"Technology Committee.":A$(010)9)" ":A$(100)"a second drive. You must format":A$(101)" ":A$(102)"your data disk before you use the"&,'A$(103)" ":A$(104)"copy option, and you must have 2":A$(105)" ":A$(106)"drives."&-'A$(107)" ":A$(108)" "&.'N106:: V'.A$(001ns include":A$(091)" "|%)'A$(092)"student data files (such as":A$(093)" ":A$(094)"FrEdWriter or Appleworks files)."%*'A$(095)" ":A$(096)" This program will copy them for you":A$(097)" ":A$(098)"onto your pre-formatted data disk in"n&+'A$(09nd revise":A$(082)" ":A$(083)"these lessons for your own use, you"$''A$(084)" ":A$(085)"may order a 3.5"(34)" 800K disk with the":A$(086)" ":A$(087)"original Appleworks source files."%('A$(088)" ":A$(089)" ":A$(090)"Some of these lessorEdWriter, you will need to":A$(074)" ":A$(075)"adjust the printing parameters to"#%'A$(076)" ":A$(077)"print properly. If you have a need":A$(078)" ":A$(079)"to work from the original Appleworks"G$&'A$(080)" ":A$(081)"source files to edit aleft in your printer as you can."u""'A$(065)" ":A$(066)" ":A$(067)"The lessons were created and":A$(068)" ""#'A$(069)"formatted with Appleworks. Although":A$(070)" ":A$(071)"you can load and edit these files"W#$'A$(072)" ":A$(073)"with F 0"(34)" left margin, 1"(34)" right"! 'A$(057)" ":A$(058)"margin, 1.5"(34)" bottom margin, and 10":A$(059)" ":A$(060)"characters per inch. Before"#"!'A$(061)" ":A$(062)"printing, move your paper as far to":A$(063)" ":A$(064)"the o back up to the first menu.":A$(048)" ":A$(049)" " 'A$(050)"All of the lesson documents on these":A$(051)" ":A$(052)"disks are text files, formatted with",!'A$(053)" ":A$(054)"headers, footers, and page numbers,":A$(055)" ":A$(056)"with039)"lessons"(34)" and then press RETURN. As":A$(040)" ":A$(041)"you go through the Telelesson"'A$(042)" ":A$(043)"program to select the various menus,":A$(044)" ":A$(045)"remember that you can use the ESC"9 'A$(046)" ":A$(047)"key tThresea Powell"w-.A$(058)" San Diego State University":A$(059)" ":A$(060)"Special Ed":A$(061)" Mike Simms"-.A$(062)" United States International ":A$(063)" University":A$(064)" "6..A$(065)" This disk uses public domain":A$(066)" "(34)"Disk-Top Publishing"(34)" software"..A$(067)" written by:":A$(068)" ":A$(069)" Karl Bunker":A$(070)" 321 S. Huntington Ave."/.A$(071)" Boston, MA 02130":A$(072)" August, '88":A$(073)" ":A$(074)" Much thanks to him forL hhߚHH` $Lԅ ,խLcة  = {ڥ `COPYҺԠͮٲĠŠҮҬϠԮŠӮſٯΩԮŠĮſٯΩ٠ĬϠҠŇ٠ĬԮŠ٠Šćܾھ px&־&پ&ھ p[ pT pM & & & & p) p"&޾ pL#&&޾ p&L#&&޾ p&޾ p& ɍ&L#8L  pL$Lr% &͸ Lr%P& ɍ)_YLd%)L$v& ɍ)_YLd% Í p,Lr% & Í & & & pLr%&ξ&Ͼ pLr%о޾Ǿ&&־۾وi/ȑ/)qq i/)qqiL# pL & & & & 8( p!о־& p'Lr%&&`&&&&حlm &)RSTUA"-"P."Q`8L&&np8&8ɾɾ-ؾ&׾پ&ξȾ8ؾھ&tϾ& ɍ`lm no pL$G< = Ǿ pL#)L#ȩ/ȑz|}~YiYZi]}YiYZi]}YjUZj]]jjYZj]ZjYZi]}ZjYZi]=  ɍ`@"?"& 8" "S W R V ``R S V W ` Q U H)hJJ 0JJ)0 Y Q U Y Y Q U Y Q m W S R V Q U Y `Ϡ͠ҠנćYiY}Zi]}[jYZi]}83)""0.A$(084)"This Disk-Top Publishing Program":A$(85)"":A$(086)" was Written and Produced by":A$(87)"":A$(88)" Al Rogers"0.N88: "(34)"DOGPAW"(34)","/.A$(075)" "(34)"COMPRESSOR"(34)", and other useful":A$(076)" programs which makes this such"0.A$(077)" a convenient way to publish this":A$(078)" kind of data.":A$(079)" ":A$(80)"":A$(81)"":A$(82)"":A$(L ` `hh  L HH`LL,< 0 ,`ɛ`ɍAɈ ɕ"ͣ0)ߝqqL0q{Ф LFq L *q+, *`{G) 廠 Aɛ 5 =qFL qq@8 L  !ͧ qGLu 뮠ٯΠ :ɍ)  5 N LcL Lu / ԬРL   Lu  n q=ύ% " =qQpɮJʎq==q=pÝq{r q % "{ 庠 5뮠捠묠䍠宍򬠳Ӯ宬 oL '`( (qɠ q 5 qq@ Lu .>:68荠򩮠ɠ堯毠S L{ % " 5 ɠР占宠{ 庠ꩮ Aɛ 5 rɿ LL LL  0% " 纠 Aɛ詍qiq E 㾠 :ɍɛLL'L {Z <{_  % "{& % "#{ % "!{ % "{  % " 5 򠢿ﮠ퍠â   L `*s+t, *Lu s%< =  L K 8st !8 " ӠΠٍ` < 0,<0YR % "{ + L HJ a L Ӡɠ򠣤= L 㾠 :ɍɛL L  LL 5    ii!! ` *Í- *  FELu `= l֩{ 5=D^GZ =D L E L L @ L% "{ 묠 :ɍɛкL  5 ELu  G% "{ 묠 :ɍɛL  5 ELu L Lu  L7 廠L7 ɠ廠2݊ 3 32 2ɰ, έ2 `' d@ `q ` Lu ` Lu `   E Lu LT  5Lj  3    3 o>>( $  JJ  j>  в    3   jL> j j   3 >  jL)  `,0 ? ?Lhh j jLa{.8``Hh ,'. ` `&'&' "Lu ` q % "  塍嬠㾠 :ɍL ɛ  ---------------- FrEdMail Project ---------------- A Telecommunications Model Lesson for the K-12 Classroom: THE SANTA CLAUS LETTERS ur printer."::X֜"Press RETURN to CONTINUE"::"Press ESC to EXIT this program ";lA$:A$(13)ıꜭA$(27)40160ncol card, 2=yes 80 col card< ^768,196:769:APPLE(768)X hAPPLE0APPLE64C800c rC80ıi p 5 œ"You need an Apple IIe With"::"80 Columns To View these"::"FrEdMail TeleLessons."::̜"However, you can still PRINT them"::"on yo *20:" commercial package without "] 421:" written permission from CUE, Inc."c >k  @(21):J769779:A:J,A:: "Set up boolean mask for machine ID Byte J173,152,191,45,0,3,141,0,3,96,96 T768,2:769:C80(768):"0=no 80 1988, CUE, Incorporated"> 12:11:"All Rights Reserved"s 15:4::" ": 17:" This disk may be freely copied and" 18:" given away, but may NOT be sold" 19:" or included as part of any "- : \ " SOFTSWAP TITLE GRAPHIC BY JOHN FORRESTER AND HIS MOM, ROXIE FORRESTER o --TITLEPAGE-- PAUSE3: (SECONDS) P1PAUSE700:P :49238,0: ND$"FrEdMail TeleLessons" 6:21(ND$)2:ND$ 10:4:"CopyrightE/DOGPAW":216,0:J1844418451:J,234::J1956219564:J,234::19643,96:17837,169:17838,141:17839,234:16384 D$"BLOADCODE/INPUT.ERR" D$"RUN CODE/MENU 216,0:::"Can't Find Files....":::"Insert disk "FP$" and press RETURN ";A$:200" CUE STARTUP PROGRAM -40000848888I :49234,0:WD$(4):{D$"PREFIX /":D$"PREFIX ":PF$D$"BLOAD CODE/RUNPACK"#(D$"BLOAD CODE/TITLE.PAK"280482602000D$"BRUN CODE/COPY"t D$"BLOADCOD!qq ǠجӠĠңЍد ,'.  L=8=~ <( e L!`==ee  I+  =` ` 6 JJJ ) > JJJJJJ > )?J ) ) j0Lu   L ιθ`hhL` 8Lji`Lj 5 РٯΠ :ɍ).= == L:{ 5L ,L m!m  Qȱiq8mm` !  e  L2Qȱ by Dennis Cowick San Diego Unified School District Mark Twain Junior-Senior High School San Diego, California ABOUT SANTA by Ms. Mindy Moffatt - UCI Writing Project Teacher/Consultant UCI Summer Technology Training Institute Teacher/Trainer Anaheim Union High School Di ---------------- FrEdMail Project ---------------- A Telecommunications Model Lesson for the K-12 Classroom: I, THE TECHNOCOLONIST at the SANTA menu. The Appleworks file is LESSON.PLAN.AWP. To load it you must set your Appleworks directory to /DISK.2/SANTA ill help them begin to think like Santa Claus. You should move these two files to a formatted blank data disk and use them with your students. To move them, you must first have a formatted data disk. Then select the "COPY" optione are two FrEdWriter prompted files to be used with your students SANTA.ELEM.PF is used with elementary students to help them prepare for writing their letter to Santa Claus. SANTA.HIGH.PF is a worksheet for secondary students that w SAMPLES is a collection of letters written to and from Santa by students. MAP is the June 19 version of the FrEdMail Network. It list all the phone numbers of the various boards and shows the paths between each. Ther a collection of messages that teachers sent to each other while taking part in a previous Santa letter exchange. o a copy of the prompted FrEdWriter files SANTA.ELEM.PF and SANTA.HIGH.PF, described below ABOUT.SANTA is the file you loaded up and are viewing now. LESSON.PLAN contains the detailed, step-by-step directions designed to assist teachers as they do the lesson. APPENDIX contains: o a MESSAGE LOG containing processor. 2) Secondary students write back, pretending to be Santa. 3) The letters are exchanged on the FrEdMail bulletin boards as Email (electronic mail). The compressed text files on The Santa Claus Letters disk are as follows: y well-designed for the newcomer to educational telecommunications, yet one that more advanced teachers and their students enjoy using every year. The project concept is a simple one. 1) Elementary students write letters to Santa using a word oes in the dead of winter, he seems mostly to symbolize hope. This lesson is based on the experiences of teachers who have used the FrEdMail Computer Network for the past three years to transfer letters to and from Santa. It is a lesson that is especiallThe "Letters to Santa Claus" activity is not a new one. Teachers and parents have always helped children write to Santa. This bearded, fat, jolly, red-suited folkloric old man sometimes represents different things to different people. But coming as he dstrict Mr. Hoppy Chandler - UCI Writing Project Teacher/Consultant UCI Summer Technology Training Institute Teacher/Consultant San Diego Unified School District "I, the Technocolonoup demonstrations and guided practice SUMMARY: This unit for studying the Colonial Period of United States history integrates both social science and English curricula in order for students to have a wide background and understanding of not only historinvolved o Preferably two students per computer (however alternative class arrangements may be used depending upon materials or equipment available) o An LCD projection unit and overhead projector is recommended (although not vital) for whole grPeriod. (Every day during class is not required to be spent on "I, the Technocolonist" as there will be days during which students are waiting for responses to their telecommunications.) ENVIRONMENT: o Modem access at each school for the three classes ever, if students know from the beginning that they are writing to a lower grade level, they will not stretch themselves academically like they will if they know that they are working with "older" classes. TIME: 6 - 9 weeks during study of the Colonial students. One imperative is that, if teachers are using the cross grade level approach, then students should not be informed that they are working with a lower grade level. Informing them of higher grade levels with which they are working, is fine. Howstrict. Adaptations are welcome, thus this unit could easily be conducted by three 5th grade classes at different schools, however the cross grade level implementation is recommended to provide a less egotistical, more global awareness on the part of thehe U.S. Colonial Period is emphatically recommended. This unit requires at least two classes, preferably three (one at each grade level), for implementation. The participating classes should be at different schools although not necessarily in the same diNT OF UNIT: History/social science study of the colonization of the United States English/language arts study of Colonial, non-fiction literature and composition skills GRADE: Cross-grade level with 5th, 8th, and 11th classes or any classes studying t--------------------AppleWorks data base for practice purposes I, THE TECHNOCOLONIST Integrating Various Technologies into a Combined English/Language Arts/History/Social Science Unit CONTE---------------------------------the production of the product You should use the menu choice to copy the files below to a student data disk for practice. Jobs.1850-------------------AppleWorks data base for practice purposes Rolodex-ironment, etc. SOURCES------------------------------things that helped us do the unit PREREQ SKILLS---------------data base background for those who want it PREWRITING---------------------------nitty-gritty, what-to-do in class WRITING-ther files are accessible with AppleWorks for data base practice. The lesson files on this disk are as follows: PREFACE-----------------Title Page, Table of Contents, & unit abstract INTRO--------- objectives and details about classes, envcessing, telecommunications, data bases, and "TimeLiner." Although this unit is coming to you via FrEd Writer, AppleWorks is necessary in order to complete the data base portion of this lesson. There are 2 AppleWorks data base files on this disk. These oist" is a combined English/language arts/ history/ social science unit covering the Colonial Period of U. S. history. A historical narration following three generations from 1600 to 1750 will be written by students in three different grades using word proical/political facts, but also of the social and cultural aspects of the age by building data bases for information organization and retrieval and by reading non-fictional, Colonial literature. From this interdisciplinary base, students write fictional narratives, thus creating well-rounded characters in a historically accurate setting by following three generations of a Colonial family. The 5th grade will write the first generation narratives and send these, via telecommunications, to the 8th gradeformation Prewriting Activity Additional Practice Writing Assignment Writing Situation Writing Directions Rubric Prompted Lesson Sample of Student News Article Sub-Lesson 2 - Interview:......................Options..........................8 Sub-Lesson 1 - News Article:....................10-15 Overview Audience/Target Population Materials Lesson-Related Jobs Sequence Lesson Logistics Learning Objectives Background In..................................6 Project-Related Jobs........................6 Meetings....................................6 Sequence....................................7 Logistics...................................7 TeleLesson Electronic Newsletter Table of Contents Project: Overview....................................5 Audience/Target Population..................5 Skills Addressed............................5 Materials.r TeleLesson Coordinator Steven Pinney TeleLesson Editor Donna Ewing Newport Mesa Unified Schools Three Model Lessons by Darien Ainsley Evelyn C. McNeilly Steven Pinney Newslette ---------------- FrEdMail Project ---------------- A Telecommunications Model Lesson for the K-12 Classroom: ELECTRONIC NEWSLETTERS ning, and CAP writing assessment practice in this lesson. Technological applications combine with critical thinking skills, writing as composing, writing as a tool for learning, developmental learning strategies, the Model Curriculum Standards for English/language arts and history/social science, cooperative learhe grade levels of the other two classes throughout the lesson will be the 5th grade students. The 8th graders will only know the grade level of the 11th grade class, and the 11th graders will not be told the grade levels of either of the other classes. who will then continue the family saga by writing about the lives of the second generation. These versions will eventually be transmitted to the 11th grade where the third generation narratives will be completed. The only students who will be aware of t.16-20 Overview Audience/Target Population Materials Class Logistics Learning Objectives Description of Lesson Background Information Prewriting Directions for Writing Rubric Prompted Lesson Respond/Revise/Publish Sample of Student Interview Sub-Lesson 3 - Book Review:.....................21-26 Overview Audience/Target Population Materials Class Logistics Lesson-Related Jobs Sequence Learning Objectives ---------------- FrEdMail Project ---------------- A Telecommunications Model Lesson for the K-12 Classroom: "SAY-IT SURVEY ossible to implement in a single classroom, across all grade levels and wide geographic areas. Literature, the basis of the book reviews, is common throughout. TEACHER/AUTHOR: Darien Ainsley GRADES: 4 - 12 TIME: 1 - 2 weeks, after the books are read SUMMARY: The Book Review section is designed to incorporate the writing process, language arts, and literature, culminating with the writing published in the electronic newsletter. It will be p ROSICKY. Students learn how to lead into direct quotes from interviews and how to reflect on a subject through inductive reasoning. TEACHER/AUTHOR: Evelyn C. McNeilly ********** SUB-LESSON 3: Evaluation - Book Review n provides a model for developing feature articles from interviews for an electronic newsletter. It also provides practice on the reflective essay for the CAP test. The lesson is written as a follow-up activity for HARD TIMES and a lead in to MY NEIGHBOR. TEACHER/AUTHOR: Steven Pinney ********** SUB-LESSON 2: Reflective Essay - Interview/Feature Article GRADES: 10 - 12 (Adaptable down to grade 5) TIME: Two weeks (varies according to grade level) SUMMARY: This lessogories and use local newspapers to practice identifying types. Optional lesson ideas are provided. Students learn critical thinking, summarizing, and writing skills. This can be used as a stand-alone lesson or as part of the Electronic Newsletter lesson 3 to 4 weeks SUMMARY: This is an adaptable lesson for student news report writing. A large group lesson is included to emphasize that important information is included in all good news articles. Student teams work together to identify information catesub-lessons for report of information (news), reflective essay (interview) and evaluation writing (book review) are also included. ********** SUB-LESSON 1: Report of Information - News Article GRADES: 4 - 12 TIME: sequencing of project activities and possible options. Class management, disk organization and site directions are also given. Students learn cooperative learning, writing, critical thinking and electronic publishing skills. Stand alone or coordinated a cooperatively built electronic newsletter. This publication can represent the work of one classroom, an entire school, or the work of many geographically diverse classrooms using the FrEdMail system as host. Directions provide suggestions for meetings,-34 Electronic Newsletter TELELESSON ABSTRACTS GRADES: 4 - 12 TIME: 4 - 5 weeks PROJECT SUMMARY: The electronic newsletter project contains three adaptable lessons which may be used in the creation of Summary of Lesson Background Information Prewriting Directions for Writing Rubric Respond/Revise/Evaluate/Publish Prompted Lesson Sample of Student Book Reports Appendix Using Mousetalk with FrEdMail.............27 by Yvonne Andres-Syer Jefferson Junior High Mary Jacks Lincoln Junior High Oceanside Unified by Yvonne Andres-Syer Jefferson Junior High Mary Jacks Lincoln Junior High Oceanside Uni ---------------- FrEdMail Project ---------------- A Telecommunications Model Lesson for the K-12 Classroom: CREATIVE CRITTER EXCHANGE Canada and Australia. The responses were then categorized by age and geographic origin. Further questions, discussions, and correspondence between distant schools were generated from this project. survey, page 9). The survey was distributed electronically to over 75 schools that were part of the either FrEdMail Network or the AT&T Long Distance Learning Network. Completed surveys were received from many locations in California, New York, Indiana, ve learning activities. BACKGROUND INFORMATION This project originated on the FrEdMail Network. Junior High Students from Oceanside Unified School District created a survey containing 20 non-slang ways of describing common situations. (See attached Develop estimation and prediction skills by discovering patterns. 8. Become aware of cultural similarities and cultural differences. 9. Learn the technological skills necessary to gather information electronically. 10. Participate in cooperatiare for a generation at least 15 years older than the students. 5. Become aware of varied, but acceptable ways to "Say It" in different geographical regions. 6. Learn how to examine, organize, compare, store, and retrieve data. 7. common conditions of everyday life. 3. Find out what the currently fashionable, informal, spoken and written expressions are for their own age group. 4. Find out what the currently fashionable, informal, spoken and written expressions re and retrieve the information. OBJECTIVES As a result of their participation in the "Say It" Survey Project students will: 1. Design a survey that may be administered to other students. 2. Compile a list of "slang free" sentences that describe ad. OUTCOMES The purpose of this activity is to increase students' enthusiasm for writing and researching by using the medium of telecommunications to gather data. Once the data has been collected, the students will then examine, organize, compare, stoSchool District DESCRIPTION OF THE PROJECT The "Say It" Survey project uses telecommunications to examine and compare the colloquialisms or regional expressions that students use in different parts of the United States and abrofied School District DESCRIPTION OF THE PROJECT The Creative Critter Exchange is a project that uses telecommunications to exchange students' descriptive writing with students at distant sites. Students from one school write descriptive essays about, California "Introduction to Telecommunications with the FrEdMail Network" is a comprehensive look at many different aspects of telecommunicaitons technology. Although it does look closely at the FrEdMail Network, the information here will be helpfrEdMail Network (An Introduction for Teachers) by Bob Shayler San Leandro Unified School District San Leandro High School San Leandro ---------------- FrEdMail Project ---------------- A Telecommunications Model Lesson for the K-12 Classroom: INTRODUCTION TO TELECOMMUNICATIONS with the Fxpertise at word processing, graphics and essay writing, and the availability of computer time for students to work on the projects. The bulk of time will be spent training novice students on the graphics programs. School District, Oceanside, California over the FrEdMail Network. The project can be adapted to any level, grades 1-12. The Critter Exchange takes between nine and eighteen weeks to complete. The project timeline depends upon the students' grade level, ework displayed in classrooms, having work read by peers, and by having work published. 7. Participate in cooperative learning activities. BACKGROUND INFORMATION This exchange was field tested at two junior high school sites in Oceanside Unifiedistening, and speaking skills. 4. Write more and edit more carefully for distant audiences. 5. Describe things in greater detail when writing to students of other cultures and different backgrounds. 6. Improve self concept by having original 1. Use the computer to practice and improve their skills at word processing. 2. Improve their use of telecommunications as a tool for information exchange. 3. Use the writing process to improve writing as well as reading, l graphics with distant audiences. The final product is a publication of an anthology of students' original work sent from one school to another via computer. OBJECTIVES As a result of their participation in the Creative Critter Exchange students will: are read aloud, displayed on bulletin boards at each site and the best ones are published in a literary magazine. OUTCOMES This project increases students' enthusiasm for writing by using the medium of telecommunications to exchange essays and computer original critters and exchange them via computer with another school. The second school reads the descriptions, draws computer graphics based on the written descriptions, and sends the graphics back to the original school via computer. The final projectsul to any new or experienced telecommunications user. This is a massive document.... 131 pages total. You may wish to print only portions of the document. The complete table of contents is listed below. CONTENTS I. CONNECTING to FrEdMail.....................................1-12 1. What/where is a "FrEdMail"? 2. What do you need to connect to FrEdMail? 3. How do you make the call to FrEdMail? 4. How do you gain acc Project FrEdMail TeleLessons /DISK.1/ Program Disk..... Boot this Disk Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.2/Letters to Santa, Say))))))))    ! # CVSline 1ry 1line 2line 3line 4line 5LABELS))))))))))PDDRX  0. FrEdMail Map and Other Education Systems/Networks..123-128 21. In the Beginning.....................................129-131 (Apple //) b. Microsoft Word (IBM pc) c. Word Perfect (IBM pc) 18. Modems and setting them up.........................117-120 19. Where to go for help...............................121-122 2......................97-110 a. Point to Point (Apple //) b. ProTerm (Apple //) c. ProComm (IBM pc) 17. Creating Text Files with Word Processors...........111-116 a. AppleWorks TAILS..................................................69-131 14. Glossary of Telecom Techie Terminology...............69-90 15. Trouble Shooting a Connection........................91-96 16. Using Telecom Terminal Program 10. Why would you get involved in a collaborative activity? 11. How do you get involved in a collaborative activity? 12. Classroom management of a collaborative project. 13. Doing it with FrEdMail. IV. DE 7. How do you post/read open messages?..................41-53 8. How do you read Features files? III. COLLABORATIVE Projects....................................54-68 9. What is a collaborative activity/project? ess to the FrEdMail Network? II. FEATURES of FrEdMail......................................13-53 5. What are the typical features of a FrEdMail BBS?.....13-26 6. How do you send/receive private email?...............27-40 It Survey Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.3/ I, the Technocolonist Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.4/ Electronic Newsletter, Critters Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.5/"Introduction to Telecommunications Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /ublishing by Al Rogers Project FrEdMail TeleLessons /DISK.7/"Introduction to Telecommunications Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.8/ Report of the Reseal Rogers Project FrEdMail TeleLessons /DISK.5/"Introduction to Telecommunications Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.6/"Introduction to Telecommunications Disk-Top P Project FrEdMail TeleLessons /DISK.3/ I, the Technocolonist Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.4/ Electronic Newsletter, Critters Disk-Top Publishing by A FrEdMail TeleLessons /DISK.1/ Program Disk..... Boot this Disk Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.2/Letters to Santa, Say It Survey Disk-Top Publishing by Al Rogersons /DISK.7/"Introduction to Telecommunications Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.8/ Report of the Research Disk-Top Publishing by Al Rogers Projectntroduction to Telecommunications Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.6/"Introduction to Telecommunications Disk-Top Publishing by Al Rogers Project FrEdMail TeleLess Technocolonist Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.4/ Electronic Newsletter, Critters Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.5/"Ihis Disk Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.2/Letters to Santa, Say It Survey Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.3/ I, theisk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.8/ Report of the Research Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.1/ Program Disk..... Boot t Al Rogers Project FrEdMail TeleLessons /DISK.6/"Introduction to Telecommunications Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.7/"Introduction to Telecommunications D Project FrEdMail TeleLessons /DISK.4/ Electronic Newsletter, Critters Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.5/"Introduction to Telecommunications Disk-Top Publishing by ect FrEdMail TeleLessons /DISK.2/Letters to Santa, Say It Survey Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.3/ I, the Technocolonist Disk-Top Publishing by Al Rogers TeleLessons /DISK.8/ Report of the Research Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.1/ Program Disk..... Boot this Disk Disk-Top Publishing by Al Rogers ProjDISK.6/"Introduction to Telecommunications Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.7/"Introduction to Telecommunications Disk-Top Publishing by Al Rogers Project FrEdMailrch Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.1/ Program Disk..... Boot this Disk Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.2/Letters to Santa, Say It Survey Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.3/ I, the Technocolonist Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.4/ Elect Al Rogers Project FrEdMail TeleLessons /DISK.5/"Introduction to Telecommunications Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.6/"Introduction to Telecommunications Dil Rogers Project FrEdMail TeleLessons /DISK.3/ I, the Technocolonist Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.4/ Electronic Newsletter, Critters Disk-Top Publishing by Project FrEdMail TeleLessons /DISK.1/ Program Disk..... Boot this Disk Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.2/Letters to Santa, Say It Survey Disk-Top Publishing by ATeleLessons /DISK.7/"Introduction to Telecommunications Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.8/ Report of the Research Disk-Top Publishing by Al Rogers ISK.5/"Introduction to Telecommunications Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.6/"Introduction to Telecommunications Disk-Top Publishing by Al Rogers Project FrEdMail I, the Technocolonist Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.4/ Electronic Newsletter, Critters Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /D. Boot this Disk Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.2/Letters to Santa, Say It Survey Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.3/ s Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.8/ Report of the Research Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.1/ Program Disk.... by Al Rogers Project FrEdMail TeleLessons /DISK.6/"Introduction to Telecommunications Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.7/"Introduction to Telecommunicationogers Project FrEdMail TeleLessons /DISK.4/ Electronic Newsletter, Critters Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.5/"Introduction to Telecommunications Disk-Top Publishing Project FrEdMail TeleLessons /DISK.2/Letters to Santa, Say It Survey Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.3/ I, the Technocolonist Disk-Top Publishing by Al RFrEdMail TeleLessons /DISK.8/ Report of the Research Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.1/ Program Disk..... Boot this Disk Disk-Top Publishing by Al Rogers /DISK.6/"Introduction to Telecommunications Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.7/"Introduction to Telecommunications Disk-Top Publishing by Al Rogers Project ronic Newsletter, Critters Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.5/"Introduction to Telecommunications Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons sk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.7/"Introduction to Telecommunications Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.8/ Report of the Research Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.1/ Program Disk..... Boot this Disk Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.2/LetteThis set of disks contains six Telecommunications Telelessons which may serve as models for instructional uses of telecommunications regardless of the specific network you may use. Although these activities were conducted on the FrEdMail network during thersrEdMail TeleLessons /DISK.7/"Introduction to Telecommunications Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.8/ Report of the Research Disk-Top Publishing by Al Rog /DISK.5/"Introduction to Telecommunications Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.6/"Introduction to Telecommunications Disk-Top Publishing by Al Rogers Project FK.3/ I, the Technocolonist Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.4/ Electronic Newsletter, Critters Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons Disk..... Boot this Disk Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.2/Letters to Santa, Say It Survey Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISnications Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.8/ Report of the Research Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.1/ Program blishing by Al Rogers Project FrEdMail TeleLessons /DISK.6/"Introduction to Telecommunications Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.7/"Introduction to Telecommu Al Rogers Project FrEdMail TeleLessons /DISK.4/ Electronic Newsletter, Critters Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.5/"Introduction to Telecommunications Disk-Top PuRogers Project FrEdMail TeleLessons /DISK.2/Letters to Santa, Say It Survey Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.3/ I, the Technocolonist Disk-Top Publishing by Project FrEdMail TeleLessons /DISK.8/ Report of the Research Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.1/ Program Disk..... Boot this Disk Disk-Top Publishing by Al ns /DISK.6/"Introduction to Telecommunications Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.7/"Introduction to Telecommunications Disk-Top Publishing by Al Rogers / Electronic Newsletter, Critters Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.5/"Introduction to Telecommunications Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessors to Santa, Say It Survey Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.3/ I, the Technocolonist Disk-Top Publishing by Al Rogers Project FrEdMail TeleLessons /DISK.4e spring of 1988, their application is universal. These telelessons and the related research papers were the result of a California AB803 Curriculum Development Grant which was awarded by the Educational Technology Committee in December, 1987. The exe  in "doing" meaningful tasks which result in effective learning. Student involvement often fails to extend past "Today's assignment is...." A Functional Learning Environment changes the focus of the educational Project Summary all good teaching is that "students learn by doing." This is an important corollary of the new Framework, with its emphases on students' use of language and process writing. Yet a major challenge facing many teachers is engaging students facilitated and augmented by a simple, inexpensive, yet effective form of electronic networking, readily available in many California K-12 classrooms, and known as the "CMS School-Net" electronic bulletin board network. An important basic axiom ofivity, and to share resources. They are structured to transmit information in a way that is quicker, more high-touch, and more energy efficient than any other process we know." As used in this proposal, this form of human-oriented networking isthrusts of the Framework. Simply stated, networks are people talking to each other, sharing ideas, information, and resources. John Naisbit in Megatrends states that "networks exist to foster self-help, to exchange information, to improve producttages of writing, and the requirement that students actually use their language are all exciting and relevant thrusts. This proposal aims to develop one kind of model and a set of related strategies to aid teachers in implementing these goals and Language Arts presents a refreshing, much needed new direction in the teaching of language arts skills. Its emphases on literature, attention to meaning and values, the integration of listening, speaking, and writing, the attention given to the s by Al Rogers San Diego County Office of Education December 10, 1987 ========================================================== The new State Framework for theE ACQUISITION OF LANGUAGE SKILLS Submitted to the California Educational Technology Committee and the State Board of Education 3, 1988 A PROPOSAL FOR PROMOTING NETWORKS, FUNCTIONAL LEARNING ENVIRONMENTS, AND THnt way to duplicate and disseminate a large body of information without the expense of duplication and heavy packages of paper. If you have suggestions for improvement, please pass them on to CUE Softswap. Thanks. Al Rogers Bonita, California October 1his progress report provides a summary of most of the projects contained on this set of disks. The contents of these 8 disks represent a hefty book if it came to you in printed form. This "disk-top publishing" provides you with an inexpensive, conveniecutive summary of this project which was submitted to the California State Board of Education is reproduced below. Also printed below is the executive progress report of the project submitted to the State Educational Technology Committee in July, 1988. T Page 2 experience from one of learning skills to one of doing tasks which are intrinsically interesting and valuable to the students. In the process of "doing" the task, students have a meaningful context in which it makes sense to master the skills required to accomplish those tasks. A recent Readers' Digest article described a classic functional learning environment created by the teacher of a midwestern elementary class. This class adoptedthen have a legitimate and valid purpose to communicate their opinions to Ozzie Alfonso, the show's producer and director. The purpose of this proposal is to define, document, and demonstrate effective ways of using telecommunications nes soliciting ideas from students on the network. Teachers who choose to take advantage of this opportunity will provide immeasurable incentive for their students to critically watch, evaluate, and discuss the program in question. They will giving this much thought and could use some input from you. This request represents a classic illustration of the kind of functional learning environment this network seeks to create: A real-live producer of a major kids' television show i encounter differing views about the appeal of this format to our target audience. Most kids we've researched seem to hate the format, favoring the plotted drama as opposed to the adventure "news" approach. We're currentlyom that Project Summary Page 3 particular age group. What do you like? What do you watch? and Why? What can we do to make our shows better? Our show is magazine format. We are beginning to !CTW!OALFONSO Date: November 29, 1987 Subj: Kids and TV Been reading M. Riel's postings of kids reactions to TV shows. As producer of a science series for 8 to 12 year olds ("3-2-1 Contact") i would like to hear more fr has just been issued by the senior producer and director of Children's Television Workshop's PBS science series 3-2-1 Contact. His message to teachers and students on the network is reproduced here: To: $KIDWIRE From: SDSU!SNLNDRO over seven hundred students in twelve schools. Another current project has engaged students in California, Illinois, and Argentina in comparing food prices in local stores and discussing favorite television programs. A request for collaborationtwork has already supported a variety of interesting projects which have productively engaged large numbers of students. One major project currently under way is the third annual "Letters to Santa Claus" project. Last year this project involvedtional learning environments which engage students in a variety of well-organized, meaningful language acquisition activities: reading, writing, speaking, listening, and a variety of realistic problem solving situations. This nen-networking interactions among teachers and students, which will in turn... o Promote the development of a variety of electronic-networking activities in which teachers and students communicate, collaborate, and create funcamework for an exciting, productive functional learning environment. This project utilizes an informal, growing grass-roots network of over fifty educational electronic bulletin boards in California and other states to: o Facilitate the humaof a functional learning environment are real tasks, real purposes, and real audiences. The tasks need not be as ambitious or complex as the example cited above. A simple project such as a well-directed pen pal exchange can provide the fr the task of rehabilitating their decaying rural community, and transformed its appearance and prospects. In the process, they studied civics, local history, law, and mastered untold language and problem solving skills. The watchwords tworks to create this kind of purposeful, productive environment for the development and use of language skills. The project will produce these specific results: o several case studies of projects in K-12 classrooms which will contribute to our understanding of the roles of technology, telecommunications, and functional learning environments in the acquisition of language skills. We will seek to study the failures and limitations of this approac (8000 member) organization of computer-using educators has been an effective vehicle for the dissemination of FrEdWriter and FrEdLessons over the past two years (both of which were produced by the author of this proposal). Softswap has a major catalog dwhich will publicize and illustrate the activities conducted on the network. The specific concrete products (the lesson plans; case studies; program improvements; and newsletters) will be disseminated by CUE, Inc. Softswap program. This largert and assistance to new nodes as they join the network. 5. Integration of at least three of the five model technology school sites as a part of this informal instructional network. 6. Publication of at least two network newsletters ound the state. 4. A fifty percent increase in the number of active users state wide, as evidenced by an increase in the number of bulletin board nodes from fifty to seventy five. The project will provide technical suppoles telecommunications has in the classroom. 3. Improvement in design and operation of the network through improved program tools and documentation, which will enable the network to grow and be utilized by more teachers arstep through the development of a functional learning environment utilizing the electronic bulletin board network. 2. Five case studies of selected telecommunications experiences which will contribute to our understanding of the roof this project at the end of July, this project will have produced the following results: 1. Five comprehensive, in depth model lesson plans, similar to the exemplary "FrEdLessons" lesson plans, designed to guide teachers step by de instructional telecommunications system if one is to be developed. It in effect will help to define the nature of one class of activity supportable by a state wide network. OVERVIEW OF PROJECT PRODUCTS At the conclusion Page 4 This project relies on existing low-cost telecommunications technology to accomplish its goals. The experiences, activities, and products of this project will have direct application to aspects of a state wi Who uses telecommunications in the schools? - Why do they use it? - What factors contribute to productive uses of telecommunications technologies? Project Summary electronic information exchange. o guidelines, tips, and advice for districts and schools as they explore the instructional uses of telecommunications. o preliminary answers to the following questions: - integrate it into all content areas. o growing numbers of teachers with practical, concrete experience in using this new technology. Their experience will yield insights and guidance in the development of a state wide ilures of this technology as an aid to basic skills development. o several model lesson plans illustrating the best approaches possible for constructive, purposeful uses of these technologies, and how to responsiblyh, as well as the successes and potentials. The goal is to paint a picture of what an instructional telecommunications experiences looks like... the fears, frustrations, successes, triumphs, limitations and faistributed to teachers and schools throughout the state, and represents the most effective vehicle for dissemination of this type of product which exists in the state. Their products have a modest fee of $20 to $40; the purchaser then has the right to duplicate and distribute unlimited copies of the product. Thus, a school district can purchase and distribute these materials district-wide for a very small fee. Project Summary Page 5 e network. The specific concrete products (the lesson plans; case studies; program improvements; and newsletters) will be disseminated by CUE, Inc. Softswap program. This large (8000 member) organization of computer-using educators has been aion of at least three of the five model technology school sites as a part of this informal instructional network. 6. Publication of at least two network newsletters which will publicize and illustrate the activities conducted on thte wide, as evidenced by an increase in the number of bulletin board nodes from fifty to seventy five. The project will provide technical support and assistance to new nodes as they join the network. 5. Integratration of the network through improved program tools and documentation, which will enable the network to grow and be utilized by more teachers around the state. 4. A fifty percent increase in the number of active users statronic bulletin board network. 2. Five case studies of selected telecommunications experiences which will contribute to our understanding of the roles telecommunications has in the classroom. 3. Improvement in design and ope 1. Five comprehensive, in depth model lesson plans, similar to the exemplary "FrEdLessons" lesson plans, designed to guide teachers step by step through the development of a functional learning environment utilizing the eleces a OVERVIEW OF PROJECT PRODUCTS At the conclusion of this project at the end of July, this project will have produced the following results: FrEdMail Progress Report Page 1 gy Committee and the State Board of Education on October 30, 1987. It summarizes the specific deliverable products of this project. The remainder of this section discusses the progress which has been made on each specific product, and providchanged from CMS SchoolNet to the FrEdMail Network. Subsequently, I have been referring to this project as the "FrEdMail Project." The following page was extracted from the official project summary which was submitted to the Educational Technoloced operation at the beginning of February, 1988, at which time the principle consultant was employed by the LEA. By the end of February, after a lengthy discussion among the numerous system operators of the network, the name of the network was e of Education July 13, 1988 ========================================================== The AB803 Curriculum Development Project authorized by the State Board of Education in December, 1987, actually commenifornia Educational Technology Committee and the State Board of Education by Al Rogers San Diego County Offic NETWORKS, FUNCTIONAL LEARNING ENVIRONMENTS, AND THE ACQUISITION OF LANGUAGE SKILLS Submitted to the Cal Project Summary Page 6 EXECUTIVE SUMMARY OF WORK IN PROGRESS FrEdMail PROJECT Funded as n effective vehicle for the dissemination of FrEdWriter and FrEdLessons over the past two years (both of which were produced by the author of this proposal). Softswap has a major catalog distributed to teachers and schools throughout the state, and represents the most effective vehicle for dissemination of this type of product which exists in the state. Their products have a modest fee of $20 to $40; the purchaser then has the right to duplicate and distribute unlimited copies of the product. Thus, res-Syer. Oceanside Unified Schools. The "Say It" Survey project uses telecommunications to examine the regional slang expressions students have for common simple sayings. The project has a second part that requires input fromively handicapped - deaf and hard of hearing - Gifted - continuation - opportunity Both Spanish and English letters were exchanged. Say It Survey, by Yvonne Andil (electronic mail). Last year the entire project mushroomed. Dozens of schools exchanged hundreds of letters to and from Santa. Included in the program were: - bilingual - communicat 1) Elementary students write letters to Santa using a word processor. 2) Secondary students write back, pretending to be Santa. 3) The letters are exchanged on the FrEdMail bulletin boards as Ema It is a lesson that is especially well-designed for the newcomer to educational telecommunications, yet one that more advanced teachers and their students enjoy using every year. The project concept is a simple one. a. Teachers and parents have always helped children write to Santa. This lesson is based on the experiences of teachers who have used the FrEdMail Computer Network for the past three years to transfer letters to and from Santa. reflective essay (interview) and evaluation writing (book review) are also included. Letters to Santa, by Dennis Cowick. San Diego Unified School District. The "Letters to Santa Claus" activity is not a new ide, disk organization and site directions are also given. Students learn cooperative learning, writing, critical thinking and electronic publishing skills. Stand alone or coordinated sub-lessons for report of information (news), ntire school, or the work of many geographically diverse classrooms using the FrEdMail system as host. Directions provide suggestions for meetings, sequencing of project activities and possible options. Class management County. The electronic newsletter project contains three adaptable lessons which may be used in the creation of a cooperatively built electronic newsletter. This publication can represent the work of one classroom, an e teachers on the network. FrEdMail Progress Report Page 2 Electronic Newsletter, by Steven Pinney, Darien Ainsley, Evelyn C. McNeilly, Donna Ewing. Newport Mesa Unified Schools, Orange etin boards, conferences, and EMail, how to attach and retrieve files of student writing, how to participate in ongoing collaborative activities, and how to prepare an original project and solicit collaboration from other applies to accessing and using the FrEdMail Network. Several common telecommunications terminal programs will be discussed as the user is walked through logging into a FrEdMail node, learns how to use the various bulla school district can purchase and distribute these materials district-wide for a very small fee. Telelessons Introduction to Telecommunications, by Bob Shayler. San Leandro Unified School District. A guide to basic communications as it someone at least 15 years older than the student and compares generational differences in slang expressions. The purpose of this activity is to increase students' enthusiasm for writing and researching by using the medium of telecommunications to gather data. Once the data has been collected, the students examine, organize, compare, store and retrieve the information. As a result of their participation in the "Say It" Survey Project he network as a teaching tool is to provide students with real audiences with whom they can correspond. The theory is that real audiences provide an added incentive to communicate clearly and can motivate students to suer has integrated the reading and writing requirements of her students into a telecommunications FrEdMail Progress Report Page 4 program using the FrEdMail network. The purpose of using tts Telecommunications in a Seventh Grade Classroom, by Theresa Powell and Kathleen Wild. San Diego State University. An indepth description of a seventh grade Chapter I English/language arts classroom in which the teachrning, developmental learning strategies, the Model Curriculum Standards for English/language arts and history/social science, collaborative learning, and CAP writing assessment practice in this lesson. Research Repor versions will eventually be transmitted to the 11th grade where the third generation narratives will be completed. Technological applications combine with critical thinking skills, writing as composing, writing as a tool for leafamily. The 5th grade will write the first generation narratives and send these, via telecommunications, to the 8th grade who will then continue the family saga by writing about the lives of the second generation. These non-fictional, Colonial literature. From this interdisciplinary base, students write fictional narratives, thus creating well-rounded characters in a historically accurate setting by following three generations of a Colonial ts to have a wide background and understanding of not only historical/political facts, but also of the social and cultural aspects of the age by building data bases for information organization and retrieval and by reading High School District, and Hoppy Chandler, San Diego Unified School District. This unit for studying the Colonial Period of United States history integrates both social science and English curricula in order for studences. 8) Learn the technological skills necessary to gather information electronically. 9) Participate in cooperative learning activities. I, The Technocolonist, By Mindy Moffatt, Anaheim Union re, store, and retrieve data. 6) Develop estimation and prediction skills, by discovering patterns. 7) Become aware of cultural similarities and cultural differeneration at least 15 years older than themselves. 4) Become aware of varied, but acceptable ways to "Say It" in different geographical regions. 5) Learn how to examine, organize, compa that describe common conditions of everyday life. 3) Find out what the currently fashionable, informal or slang equivalent expressions are, for their own age group, and for a genstudents will: FrEdMail Progress Report Page 3 1) Design a survey that may be administered to other students. 2) Compile a list of "slang free" sentencesrpass prior levels of reading and writing skills. This study consisted of ten weeks of observation; interviews with students, teachers and the school principal; and a student questionnaire. District Sponsored Telecommunications, by Nancy Strouse. Pepperdine University. This case study focuses on a district wide telecommuncations project in which the district FrEdMail node is used to develop a regularly scheduled district-wide student ions, with N the learning handicapped can have a positive effect on learning. N # NFrEdMail Progress Report Page 5 learning handicapped students and uses N telecommunications as a tool to provide a functional learning N experience. The question that we hoped to answer was whether or N not the use of computers, specifically telecommunicatort for N its program and because the students who were to be studied are N all enrolled in its learning handicapped program. The purpose N of this study was to examine a special education program that N works witht centered around the effective use of N computers and specifically instructional telecommunications in a N successful special education environment. The site for the N study was chosen because it receives little outside suppn N conventional or "normal" classroom settings. There has, N however, been little reported about the effects of computers in N the special education setting. The focus of this project was N to provide a study tha the survey. N XTelecommunications in Special EducationY, Mike Simms, United States N International University. Much research has been done and N reported about the effects of computer learning environments iret Riel. In the spring of N 1988 we administered a survey of teachers using the FrEdMail N Network. Margaret conducts here usual insightful analysis of N activities on the FrEdMail Network and interprets the results of N rganization, N training requirements, successes and failures are observed and N recorded, and provide interesting insights into the roles of N "gatekeepers" of the technology. N XAnalysis of FrEdMail SurveyY, by Margaversity. This case study focuses on a district N wide telecommuncations project in which the district FrEdMail N node is used to develop a regularly scheduled district-wide N student written newsletter. Schedules, project otudy consisted of ten weeks of N observation; interviews with students, teachers and the school N principal; and a student questionnaire. N XDistrict Sponsored TelecommunicationsY, by Nancy Strouse. N Pepperdine Unie results of the survey. FrEdMail Progress Report Page 5 FrEdMail Survey, by Margaret Riel. In the spring of 1988 we administered a survey of teachers using the FrEdMail Network. Margaret conducts here usual insightful analysis of activities on the FrEdMail Network and interprets thwritten newsletter. Schedules, project organization, training requirements, successes and failures are observed and recorded, and provide interesting insights into the roles of "gatekeepers" of the technology. Analysis of